Abstract
This chapter was inspired by our concern to provide a summary of key insights into teacher education for teachers in school who are increasingly taking responsibility for designing curricula for beginning teachers’ school-based professional learning, as a result of the ‘practicum turn’ in initial teacher education. Drawing on our own empirical research into the development of beginning teachers’ expertise and on wider literature, it sets out the particular challenges inherent in learning to teach and summarises what we know of beginning teachers as learners to propose a series of research-informed and practice-sensitive principles that could effectively underpin the practice of school-based teacher educators.
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Burn, K., Mutton, T., Hagger, H. (2017). Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_7
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